relationship of perceived convenience and design of

RELATIONSHIP OF PERCEIVED CONVENIENCE AND DESIGN OF LEARNING CONTENTS ON DISTANCE

LEARNERS IN USM VIA SMS LEARNING TECHNOLOGY

by

SITI SARAH BINTI MOHD JOHARI

Thesis submitted in fulfilment of the requirements for the degree of

Master of Arts

July 2011

ii

ACKNOWLEDGEMENTS

First and foremost, I would like to convey my utmost gratitude to Allah, the

Almighty for bestowing His Grace on me. The completion of this thesis would not

have been possible without His blessings and granting me this opportunity.

I owe my deepest gratitude to my supervisor, Dr. Issham Ismail for his

encouragement, guidance and support from the initial stage to the final level of this

research that had enabled me to develop an understanding of the subject. Also, I

would like to express my special appreciation to my cosupervisor, Professor Rozhan

Mohd. Idrus for his determination in guiding, advising, giving his precious

comments, and time in supervising me through my study in Universiti Sains

Malaysia.

I also would like to extend my deep appreciation to Universiti Sains Malaysia’s

Fellowship Scheme for assisting me financially throughout this research. I am deeply

honoured to have been given the opportunity by the Dean, Associate Professor Dr.

Habibah Lateh, to conduct this research at the School of Distance Education,

Universiti Sains Malaysia. Besides, I felt so enjoyable working with all staff of

School of Distance Education; they have been so helpful to me at all stages of my

research. To the students who took the effort to complete the questionnaires, I thank

you very much. In addition, I am grateful to all my research colleagues Hanysah

Baharum, Thenmolli Gunasegaran, Munirah Rosli, Nadiatul Maisarah, Nurul Azni,

Hema Latha, Adi Syahid, Siti Norbaya, Azura, and Mahalecumy for their support

and assistance.

iii

Finally, above all, I would like to convey my love and gratitude to my parents,

Mohd Johari and Zamilah; my family members, and especially to my husband,

Marzuki Ab. Manan who stood by me patiently and devotedly, whenever I need

them. Last but not least, I offer my warmest regards and heartfelt appreciation to all

those who have supported me in any respect during the conduct of this research.

iv

TABLE OF CONTENTS

Page

Acknowledgements ii

Table of Contents iv

List of Tables viii

List of Figures ix

List of Abbreviations x

Abstrak xii

Abstract xiv

CHAPTER 1 – INTRODUCTION

1.0 Research Background 1

1.1 Research Problem 9

1.2 Objectives of the Study 13

1.3 Research Questions 14

1.4 Research Hypotheses 16

1.5 Importance of the Study 19

1.6 Theoretical Underpinnings 21

1.7 Conceptual Framework 23

1.8 Limitations of the Study 25

1.9 Operational Definitions 26

1.10 Summary 29

CHAPTER 2 – LITERATURE REVIEW

2.0 Introduction 31

2.1 Distance Education (DE) 31

v

Page

2.2 E-Learning 33

2.3 Mobile Learning 36

2.4 User-Acceptance of New Technology 42

2.4.1 Issues and Challenges 43

2.5 Technology Acceptance Model 45

2.5.1 Perceived Usefulness 48

2.5.2 Perceived Ease of Use 50

2.5.3 Intention Towards Using 52

2.6 Convenience 53

2.7 Design of Learning Contents 55

2.8 M-Learning Technology Acceptance Model 55

2.9 Summary 57

CHAPTER 3 – RESEARCH METHODOLOGY

3.0 Introduction 59

3.1 Research Methodology 59

3.1.1 Research Design 59

3.1.2 Data Gathering Methods 60

3.1.3 Selection of Subjects 62

3.1.3.1 SMS-learning Project 62

3.1.3.2 Sample Size and Research Respondents 63

3.1.4 Instrumentation and Scales 64

3.1.4.1 Research Instruments 66

3.1.4.2 Section One: Demographic Information 67

3.1.4.3 Section Two: Technology Experience 67

vi

Page

3.1.4.4 Section Three: Learner’s Perceptions 67

3.1.5 Reliability Testing 69

3.1.6 Plan for Data Analysis 70

3.2 Summary 70

CHAPTER 4 – RESULTS AND FINDINGS

4.0 Introduction 71

4.1 Demographic Profile of Respondents 71

4.1.1 Age 71

4.1.2 Gender 72

4.1.3 Ethnicity 72

4.1.4 Marital Status 73

4.1.5 Mobile Device Ownership 73

4.1.6 Current Job 74

4.1.7 Salary Earned per Month 74

4.1.8 Number Owned Mobile Phone 75

4.2 Technology Experience 75

4.3 Design and Analysis 79

4.3.1 Partial Least Squares 81

4.3.2 SmartPLS 82

4.4 Validity and Reliability 83

4.5 Hypotheses Testing 85

4.5.1 Model Fit 90

4.6 Summary 91

vii

CHAPTER 5 – DISCUSSIONS, SUMMARY AND CONCLUSIONS

Page

5.0 Introduction 93

5.1 Discussions 93

5.2 Contributions of the Study 101

5.3 Implications for Theory Building 103

5.4 Summary 106

5.5 Recommendations for Further Study 107

REFERENCES 109

APPENDICES

APPENDIX A - QUESTIONNAIRE

APPENDIX B - LIST OF PUBLICATIONS

viii

LIST OF TABLES

Page

Table 3.1: Instruments and Scales Used in the Research 68

Table 4.1: Age 72

Table 4.2: Gender 72

Table 4.3: Ethnicity 72

Table 4.4: Marital Status 73

Table 4.5: Mobile Device Ownership 73

Table 4.6: Current Job 74

Table 4.7: Salary Earned per Month 74

Table 4.8: Number Owned Mobile Phone 75

Table 4.9: The Accessible Applications of Mobile Phone 76

Table 4.10: Fit Indices for Measurement Model 81

Table 4.11: Results of PLS for Measurement Instruments 84

Table 4.12: Discriminant Validity of Constructs 85

Table 4.13: Regression Weights 86

Table 4.14: Hypotheses Summary 91

ix

LIST OF FIGURES

Page

Figure 1.1: Technology Acceptance Model 23

Figure 1.2: The Proposed Conceptual Framework of the Study 25


Figure 2.2: Final Version of TAM 48

Figure 3.1: Conceptual Model Part 1 65

Figure 3.2: Conceptual Model Part 2 65

Figure 4.1: Subscription Plan Preferred by Respondents 77

Figure 4.2: Communications Service Preferred by Respondents 77

Figure 4.3: SMSes Sent per Day 78

Figure 4.4: Mobile Device Preferred by Respondents 78

Figure 4.5: Using Mobile Phone is very Convenient 79

Figure 4.6: Path Coefficients of TAM 90


Figure 5.2: Mobile Learning Acceptance Model 105

x

LIST OF ABBREVIATIONS

AVE Average variance extracted

BI Behaviourial Intention

CMS Course Management System

DE Distance Education

DL Distance Learners

DT Distance Teachers

IS Information System

IT Information Technology

ITM Institut Teknologi Mara

ITU Intention To Use

LMS Learning Management System

MCMC Malaysian Communication and Multimedia Commission

MLAM Mobile Learning Acceptance Model

MMS Multimedia Message Service

OUM Open University Malaysia

PDA Personal Digital Assistant

PEU Perceived Ease of Use

PLS Partial Least Squares

PU Perceived Usefulness

SERQS SMS Exam Result Query System

SMS Short Message Service

SN Subjective Norm

TAM Technology Acceptance Model

TPB Theory Planned Behaviour

xi

TRA Theory of Reasoned Action

USM Universiti Sains Malaysia

VLE Virtual Learning Environment

WMD Wireless Mobile Devices

xii

HUBUNGAN ANTARA TANGGAPAN KEMUDAHAN DAN REKA BENTUK KANDUNGAN KE ATAS PELAJAR JARAK JAUH DI USM MELALUI

TEKNOLOGI SMS PEMBELAJARAN

ABSTRAK

Tujuan utama penyelidikan ini adalah untuk mengenal pasti faktor-faktor yang

mempengaruhi niat pelajar jarak jauh untuk menggunakan pembelajaran menggunakan

telefon bimbit melalui teknologi SMS (SMS-learning). Kajian ini telah dijalankan di

Pusat Pengajian Pendidikan Jarak Jauh, Universiti Sains Malaysia berdasarkan 51

sampel pelajar jarak jauh yang mempunyai pengalaman menggunakan pembelajaran-

SMS (SMS-learning) dalam program pembelajaran jarak jauh masing-masing. Model

Penerimaan Teknologi (Technology Acceptance Model) digunakan sebagai rangka

kajian; ditambah dengan dua pemboleh ubah luaran yang dicadangkan: reka bentuk

kandungan SMS-learning dan tanggapan kemudahan pembelajaran-SMS. Kajian ini

dilaksanakan menggunakan kaedah penyelidikan tinjauan dalam talian yang

menggunakan soal selidik dengan teknik skala Likert 5-mata. Hasilnya yang dianalisis

menggunakan teknik Ganda Dua Terkecil Separa (Partial Least Squares), menunjukkan

bahawa perhubungan yang kuat wujud antara reka bentuk kandungan pembelajaran-SMS

dengan tanggapan senang guna (β = 0.299, p < .05), antara tanggapan kemudahan dan

tanggapan senang guna (β = 0.652, p < .05), dan juga antara tanggapan kemudahan dan

tanggapan kebergunaan (β = 0.369, p < .05). Kajian ini juga mendapati hubungan yang

signifikan antara tanggapan senang guna dan tanggapan kebergunaan (β = 0.405, p <

.05), dan juga hubungan yang boleh dipercayai antara tanggapan kemudahan dan niat

untuk menggunakan (β = 0.582, p < .05). Bagaimanapun, oleh kerana kekurangan bukti

xiii

untuk menyokong hubungan-hubungan alternatif, keputusan yang diperoleh

menunjukkan tiada hubungan yang signifikan antara reka bentuk kandungan dengan

tanggapan kebergunaan, antara tanggapan senang guna dengan niat untuk menggunakan,

antara tanggapan kebergunaan dan niat untuk mengguna, dan juga antara reka bentuk

kandungan dengan niat untuk menggunakan. Nilai R2 menunjukkan bahawa dua

pemboleh ubah ramalan: tanggapan kemudahan dan tanggapan kebergunaan

menjelaskan 77.2% varians dalam niat pelajar jarak jauh untuk menggunakan

pembelajaran-SMS. Keputusan ini mengimplikasikan bahawa pembelajaran

menggunakan telefon bimbit melalui teknologi SMS sangat disokong selagi ia memberi

kemudahan dan kebergunaan kepada penggunanya. Di samping itu, kajian masa depan

bolehlah membuat penyiasatan mendalam tentang reka bentuk pengajaran pembelajaran-

SMS untuk mencari reka bentuk yang paling berkesan bagi pengajaran dan

pembelajaran.

xiv

RELATIONSHIP OF PERCEIVED CONVENIENCE AND DESIGN OF LEARNING CONTENTS ON DISTANCE LEARNERS IN USM VIA SMS

LEARNING TECHNOLOGY

ABSTRACT

The primary purpose of this study was to investigate the factors that influence

distance learners’ intention to use mobile learning via SMS technology (SMS-learning).

The study was conducted in the School of Distance Education, Universiti Sains Malaysia

based on a sample of 51 distance learners having the experience of using SMS-learning

in their respective distance learning courses. The study employed the Technology

Acceptance Model as a research framework, extended with two proposed external

variables: the design of SMS-learning content and perceived convenience of SMS-

learning. The study was conducted using online survey research methodology employing

questionnaires with a 5-point Likert scale technique. The results which were analysed

using Partial Least Squares technique, revealed that strong relationships existed between

design of learning contents and perceived ease of use (β = 0.299, p < .05), between

perceived convenience and perceived ease of use (β = 0.652, p < .05), and between

perceived convenience and perceived usefulness (β = 0.369, p < .05). The study also

discovered a significant relationship between perceived ease of use and perceived

usefulness (β = 0.405, p < .05), and reliable relationship between perceived convenience

and intention to use (β = 0.582, p < .05). However, due to insufficient evidence to

support the alternatives, the results showed that no significant relationship between

design of learning contents and perceived usefulness, between perceived ease of use and

intention to use, between perceived usefulness and intention to use, and also between

xv

design of learning contents and intention to use. The value of R2 further revealed that the

two predictor variables: perceived convenience and perceived usefulness explained

77.2% of the variance in distance learners’ intention to use SMS-learning. This implies

that mobile learning via SMS technology is highly endorsed as long as it provides

convenience and usefulness to the users. Besides, future studies could make an in-depth

investigation of the SMS-learning instructional design to find the most effective design

for teaching and learning.

1

CHAPTER 1

INTRODUCTION

1.0 Research Background

Distance learning is not new in Malaysia. According to Hisham and

Rozhan (2003) it is a concept that is made up of two words, distance and

learning, and entails the state of being apart, separation or remoteness in the

relationship between distance learners (DLs) and the distance teachers

(DTs), other DLs and the course contents. Hisham and Rozhan believe that

as the debate continues, it seems that no consensus will be found between

distance education researchers and enthusiasts, as far as the term distance

learning is concerned. The field is continuously changing and evolving.

The impact of new technologies that is growing rapidly at present is

affecting many sectors, including the field of education. The evolution of

the Internet application especially, has invented new ways of

communication between educators and learners in the educational system,

especially in higher education institutions (Issham & Rozhan, 2009). This

evolution has incorporated the classical way of teaching into virtual learning

environment as well as e-learning application. It allows learners to learn

anywhere, usually at anytime, as long as their computers are properly

configured.

Universiti Sains Malaysia was conferred the unique distinction of

offering courses for part-time students when it was established in 1969, thus

pioneering distance learning in the country in 1971 (Issham et al., 2010a).

2

However, only few Malaysians took advantage of this mode of learning

(Raghavan & Kumar, 2007). At that time, the delivery mechanism in the

teaching and learning process also evolved from the use of the basic self-

instructional text to audio and video conferencing to the current use of the

electronic portal and numerous web 2.0 tools (Issham et al., 2010a).

USM’s Distance Learning Programme has used the E-learning Portal

as a medium of teaching and learning through a home-grown electronic

portal in 2003 followed by a full migration into Moodle in 2005 (Issham et

al., 2010b). Moodle is a Course Management System (CMS), also known as

a Learning Management System (LMS) or a Virtual Learning Environment

(VLE), a free web application that educators can use to create effective

online learning site. This software package has been known to produce

Internet-based courses and web sites, as it is a global development project

designed to support a social constructionist framework of education

(Moodle, 2010). More so, the portal has become an essential tool for both

administrative and learning support (such as forum, chat and lecture notes),

and it is being used actively by both lecturers and students.

Today, Distance Education (DE) calls upon an impressive range of

technologies to enable DTs and DLs, who are separated by distance, to

communicate with each other in real time (synchronous) and delayed time

(asynchronous) (Hisham & Rozhan, 2003). Thus, DLs can access education

and learning opportunities at a time, place, and pace to suit their individual

lifestyles, learning preferences and personal development plans (Hisham &

Rozhan, 2003). Such separations, therefore, give rise to “an impressive and

3

innovative array of media mixes, resulting in the application of technology

in education” (Rozhan & Habibah, 2000). According to Hisham and

Rozhan, such development offers a radical new direction for DE enthusiasts,

teachers, and learners in distance education. Thus, they incorporated flexible

and open learning methods modified and created special learning resources.

However, mobile technology also has taken their place in offering the

use of new technologies to students. Evans (2008) outlined that mobile

learning (m-learning) inherits advantages from e-learning, but extends their

reach by making use of portable wireless technologies. IPods, MP3 players,

PDAs and mobile phones are some examples of mobile technologies.

Several advantages inherent in m-learning over Internet have been identified

(Attewell, 2005a). Especially, m-learning

• helps learners improve literacy and numeric skills.

• helps learners to recognize their existing abilities.

• can be used for independent and collaborative learning

experiences.

• helps learners to identify where they need assistance and

support.

• helps to overcome the digital divide.

• helps to make learning informal.

• helps learners to be more focused for longer periods.

• helps to raise self-esteem and self-confidence.

• is portable to be carried from one place to another.

• is more wide spread and popular than Internet.

4

• does not need much technological prerequisites.

• cost is pretty affordable comparatively; there is less recurring

costs and one-time investment.

• provides real time and location independence.

Theoretically, it is important to understand the meaning of “mobile

learning,” as according to Issham et al. (2010a), it is a way of establishing a

common understanding, a way of exploring the evolution and direction of

m-learning. In the earlier approaches, efforts to define m-learning, focused

more on the mobility of the technology (Quinn, 2000; O’Malley et al., 2003;

Keegan, 2005) or on the technology alone (Traxler, 2005), while Parsons

(2007) believed that m-learning describes any form of education or training

that is delivered using some kind of mobile device. Another view of m-

learning says it is the facilitation of learning and the delivery of educational

materials to students using mobile devices via wireless medium (Lawrence

et al., 2008). However, there has been also definitions that attempt to

identify and define m-learning as certainly not simply the combination of

“mobile” and “learning”. According to Traxler (2009), implicitly, m-

learning has always meant “mobile e-learning” and its history and

development have to be understood. Thus, many wider issues need to be

addressed in terms of explaining, understanding, and conceptualizing the

concept of m-learning.

According to Traxler and Kukulska-Hulme (2005), m-learning has

developed mainly in Europe, the United States, and some parts of East Asia,

while English is used as the primary medium, and in an environment of

5

ongoing, rapid investment, and advancement in technology. They also

emphasized that m-learning has been formed by the specific ideas of

teaching and learning; specific relations between teacher, student and

subject; and the specific roles for different educational institutions, found in

the societies and institutions it has evolved in. M-learning might sound

impracticable to improve education successfully, except only if its use is

comprehensively analyzed and modified to suit each new setting. A faculty

member of University of Michigan, Elliot Soloway, points out that although

many schools think that laptops are the solution, he still believes that mobile

phone will be the tool of the future in education (Classic ScobleShow,

2007). His argumentation is based on the situation at present, when kids are

now dealing with mobile computing; and soon hundred percent of students

will have mobile phones.

Malaysia was also exposed to this evolving technology. According

to the Malaysian Communications and Multimedia Commission’s (MCMC,

2010b) Hand Phone Users Survey 2008, as of 31 March 2008, there were

almost 24.3 million hand phone subscriptions on the seven digital networks

operating in Malaysia. Facts and figures recently published in MCMC,

showed that there were 30.3 million cellular phone penetrations in the fourth

quarter of 2009. Meanwhile, in the first quarter of 2010, the rate

experienced almost a two percent growth and a penetration rate of 108.1

percent nationwide (Malaysian Communications and Multimedia

Commission, 2010a). This shows that there has been an increase in the

usage of mobile technologies by Malaysians, especially, in the usage of

hand phones. As expected, MCMC (2010b) reported the hand phone user

6

base continues to be characterised by the younger generation, since the

highest number of hand phone users are in the 15 – 19 age group, which

accounts for almost 20 percent of all users in 2008. This is followed by the

second largest age group of 20 – 24, which constitutes 16 percent of the

total users. Although almost 30 percent of the hand phone users are in the

age group of 40 and above, still the data showed that teenagers and adults

are dominating the Malaysian mobile technologies market.

In addition, m-learning devices and components are becoming more

credible and cost-effective, which would be contributing to the provision of

distance learning. Nevertheless, even with its limited experience, it is

adaptable to an institution’s needs and situation (Traxler & Kukulska-

Hulme, 2005). Therefore, in developing countries such as Malaysia, mobile

technology can possibly deliver education without relying much on

extensive traditional communication infrastructure, and as a result, it may

reduce costs of installing extensive electricity power grids and building

multiple computer labs in educational institutions.

Attewel and Gustafsson (2002) found that many years ago in many

European countries, basic literacy, and numeracy skills failed to be

delivered to many people especially young adults. They further explained

that the International Adult Literacy Strategy found substantial literacy

problems in all the countries studied, including the UK. These countries had

rates of functional illiteracy of 20% or more, and their innumeracy levels

were much worse. In reality, similar problems were also found in most

countries around the world. The traditional teaching mechanisms using thick

7

textbooks, revision lectures, and lecture notes can easily create conditions of

boredom and demotivation in the class or lecture rooms (Didden, 2006).

Typically, in the traditional classroom, students can focus and pay

attention on lectures only at the beginning of the class, before they start

losing focus, feeling sleepy or getting bored. As a result, many young adults

are not willing to participate in posteducation, in fear of experiencing a

repeat of the same situation, and ending up losing their interests and

enthusiasm towards education (Attewell & Gustafsson, 2002). This

unresolved issue should be determined in view of the new and advanced

mechanism that can be used to improve both teaching and learning. There is

no doubt that almost everyone has at least a hand phone, especially the

young adults. According to Attewell (2002), this device can be used to

engage them in some small learning activities which may lead to more

extensive and continuous involvement in learning later.

Uniquely, m-learning provides the opportunity for learners to vary

their study location and to study “on the move” which enables them to study

whilst travelling on transport (Evans, 2008). According to his study, the use

of portable technologies makes it simpler for learners and educators to

transmit their teaching and learning materials when and where they want.

Moreover, he also explained that since learners normally have their devices

with them, it also facilitates “just-in-time” learning where learners can often

take advantage of unexpected free time to study and make revision. These

are some features that distinguish m-learning from e-learning, since e-

learning requires access to a computer and Internet. The use of m-learning

8

may possibly reduce the overhead costs experienced by the learner to

search, locate, and retrieve materials which would otherwise be time

consuming.

SMS, commonly referred to as "text messaging," is defined as a

service for sending short messages of up to 160 characters to mobile

devices, including cellular phones, Smartphone and PDAs (Lekkad, 2010).

SMS is similar to paging, however according to Lekkad, what makes SMS

messages distinct from paging is that it does not require the targeted mobile

phone to be active and within range. In addition, if the target phone is

inactive, the message will be kept in hold for a number of days until the

phone is active and within range. Moreover, it is capable of transmitting the

message within the same cell or to anyone with roaming service capability.

Lekkad added that SMS or text messaging has replaced talking on the phone

for a new “thumb generation” of texters; and Rozhan (2009) agreed that the

use of SMS has become an essential part of a student’s life. In addition, as

reported by Lukman Hakim (2010) in Kosmo on 14 April 2010, in the

previous year, almost 80 billion SMS and MMS were sent by mobile phone

users in Malaysia. This shows that the number has increased by four times

compared with 2008; therefore, it makes sense to use it as a teaching gadget.

However, it is becoming increasingly difficult to ignore the sort of

perceptions people will have if this new way of teaching and learning, using

mobile technologies is used, since understanding why people accept or

reject computers has proven to be one of the most challenging issues in

information system research (Swanson, 1988). Yordanova (2007) has

9

already drawn attention to one of the most important problems related to the

use of mobile technologies in education, that is, the problem of acceptance.

Yordanova further explained that young people have very well accepted the

idea of wireless technologies integration and use of mobile devices in the

process of learning. These technologies are very well known for their

functionalities and capabilities; and have provided the flexibility and

mobility that students need in their learning. This is the basic advantage of

this new form of education. Nevertheless, some of the older users often

encounter problems when they have to use mobile devices in doing their

work or in their education (life-long learning).

1.1 Research Problem

The E-learning Portal has become a medium of teaching and learning

in the USM Distance Learning Programme through a home-grown

electronic portal in 2003, which was then followed by a full migration into

Moodle in 2005 (Issham et al., 2010b). Moodle is a software package

known to produce Internet-based courses and web sites as it is a global

development project designed to support a social constructionist framework

of education. More so, the portal has become an essential tool for both

administrative and learning support (such as forum, chat and lecture notes),

and it is being used actively by both lecturers and students.

Actually many studies have investigated learner’s perspectives on

online learning which particularly addressed the strengths and weaknesses

of online learning (Brown & Voltz, 2005; Chizmar & Walbert, 1999;

Gilbert et al., 2007; Hara & Kling, 1999; Hunjak & Begkicevic, 2006;

10

Issham et al., 2010b; Murphy & Collins, 1997; Petrides, 2002; Poole, 2000;

Schrum, 2002; Serce & Yildirim, 2006; Song et al, 2004; Vonderwell et al.,

2007). Most of them reported that the strengths of online learning are its

convenience (Murphy & Collins, 1997; Poole, 2000; Song et al., 2004) and

its flexibility (Chizmar & Walbert, 1999; Petrides, 2002; Schrum, 2002).

Students claimed that they participated in online discussions at times most

convenient to them, and they accessed course materials mostly from their

home computers, the place most convenient for them (Poole, 2000). Besides

that, online learning offered them flexibility as it was easier to work in

collaborative groups in an online course without having to rearrange

everyone’s schedule as one might have to do in a traditional face-to-face

course (Petrides, 2002). In addition, the ability to freely pick and choose

from the menu of diverse learning experiences enabled the participants to

find the approach that best fits the way they learn (Chizmar & Walbert,

1999).

However, there are still hesitations and instabilities in online learning

which may discourage students to use the E-Learning Portal. Response

delay is reported to be the main concern in online learning (Hara & Kling,

1999; Petrides, 2002; Song et al., 2004; Vonderwell et al., 2007) since the

students claim they felt the lack of immediacy in obtaining responses in the

online context, compared with what could typically be obtained in a

structured face-to-face class discussion (Petrides, 2002). As a result, they

felt frustrated (Hara & Kling, 1999). Song et al. took a similar view, saying

students who were less satisfied with online learning felt the lack of

community atmosphere within the online environment, they have difficulty

11

understanding the goals or objectives of the course, and they face technical

problems. More so, technological base and technical requirements faced by

students and teachers have become a weakness in e-learning (Issham et al.,

2010b; Kyong-Jee et al., 2005). Song et al. (2004) commented with a similar

argument saying, the biggest challenge reported in applying online learning

was technical problems.

Schmidt (2005) stated that e-learning approaches provide very

sophisticated ideas for improving the learning process. However, its focus

on didactically well-founded learning materials with rich media content and

complex interaction profiles makes it impractical. He added that while it is

true that a clear didactical approach and rich learning programs facilitate the

learning of the individual significantly, e-learning approaches have so far

not been able to solve the problem of producing these kinds of materials.

Tutors are pedagogically and didactically trained persons while learners

typically are not. This situation therefore, revealed one clear problem which

is the feeling of inadequacy of technological skills (Hisham & Rozhan,

2003).

Nurhizam (2007) conducted a research on the empirical evaluation of

e-learning usability towards motivation to learn among learners from Open

University Malaysia (OUM). He found that the issue in e-learning thus far

has been more on the problems of technology rather than of the quality of

learning. He suggested that the focus was mainly on the “e” rather than on

the “learning” part, resulting in learners becoming demotivated. Therefore,

the use of mobile phone as a learning tool can possibly contribute to

12

encourage learning as well as the motivation to learn. A preliminary study

was conducted by Issham and Rozhan (2009) on the second year physics

optics course in distance education at Universiti Sains Malaysia and has

received overwhelming agreement and positive responses from the students,

which may prove that the mobile phone could make a strong and viable

contribution to the educational transaction in a physics course in distance

education.

Rau et al. (2008) emphasized that the impact of using mobile

communication technology to spread learning materials and increase

informal interaction has been rarely studied. Further, they also suggested for

m-learning to be better used as an extension to current learning tools; but the

way to implement m-learning tools effectively still needs to be explored

empirically. Besides that, Issham et al. (2010a) suggested there is no

problem to imply SMS-learning as an extension to the existing learning

mechanism, provided that the system must be usable and useful to gain

acceptance from its users.

For that reason, to better predict, explain, and increase user

acceptance, it is crucial to understand why people accept or reject

information system (Singh, 2005). As noted by Davis et al. (1989),

...practitioners and researchers require a better understanding of why people resist using computers to devise practical methods for evaluating systems, predicting how users will respond to them, and altering the nature of systems to improve them and their processes of implementation. (p. 982)

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Therefore, this study will look into the design of learning contents,

convenience, usefulness, and ease of using mobile learning as factors that

will influence distance learners acceptance to use it.

1.2 Objectives of the Study

The general objective of this study is to investigate the factors

affecting distance learner’s intention towards using SMS-learning.

Specifically, this study attempts to achieve the following objectives:

1. To identify whether there is any significant relationship between

the designs of learning contents and perceived usefulness of

SMS-learning.


the designs of learning contents and perceived ease of use of

SMS-learning.


perceived convenience and perceived ease of use of SMS-

learning.


perceived convenience and perceived usefulness of SMS-

learning.


perceived ease of use and perceived usefulness of SMS-learning.

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perceived ease of use and intention to use SMS-learning.


perceived usefulness and intention to use SMS-learning.


perceived convenience and intention to use SMS-learning.


design of learning contents and intention to use SMS-learning.

1.3 Research Questions

This research is conducted mainly to examine the factors influencing

the intention towards using new technology introduced particularly to

distance learners. According to Dzakaria and Rozhan (2003), a few years

back, distance education made calls upon impressive range of technologies

to enable distance learners and distance teachers who are physically

separated by distance to communicate with each other in real time and

delayed time. Therefore, such expectation has triggered the idea of

introducing a medium-assisted learning to distance learners using mobile

phones in the form of Short Message Service (SMS) text to convey learning

contents. For years, one of the dominant research perspectives within the

technology acceptance literature has relied on the Technology Acceptance

Model (TAM). According to Lee et al. (2009) and Venkatesh et al. (2003),

TAM has been the most frequently cited and influential model for

understanding the acceptance of information technology and has received

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extensive empirical support. Therefore, the model has contributed in

eliciting and prompting some questions in this research.

Since TAM proposed external variables as the basis for tracing the

external factors on two main internal beliefs, perceived usefulness and

perceived ease of use, this research recommended another two variables

narrating mobile learning as a new tool of learning, namely the design of

learning contents and perceived convenience.

According to Traxler (2009), with mobile devices, there is a concern

that they sever up vast amounts of information and knowledge into small

disconnected and trivial chunks. Furthermore, he added that clearly these

different formats must each have an effect on information and on knowledge

in their different ways, on what is accessible, and what is valued. Thus,

design of learning contents is a vital variable which should be incorporated

in this study as a factor contributing to learner’s intention to use SMS-

learning.

Using text messages to deliver information or learning contents

offered convenience to the users as it produce the benefits of being able to

get small amounts of information easily and quickly (Lawrence et al., 2008).

Therefore, this study will try to answer the following research questions

which reflect the issues raised:

1. Is there any significant relationship between the design of SMS-

learning contents and perceived usefulness of SMS-learning?

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2. Is there any significant relationship between the design of SMS-

learning contents and perceived ease of use of SMS-learning?

3. Is there any significant relationship between perceived

convenience and perceived ease of use of SMS-learning?


convenience and perceived usefulness of SMS-learning?

5. Is there any significant relationship between perceived ease of

use and perceived usefulness of SMS-learning?

6. Is there any significant relationship between perceived ease of

use and intention to use SMS-learning?


usefulness and intention to use SMS-learning?


convenience and intention to use SMS-learning?

9. Is there any significant relationship between design of learning

contents and intention to use SMS-learning?

1.4 Research Hypotheses

The purpose of this study is to find out whether or not design of

learning contents affects perceived usefulness, and perceived ease of use.

Also, this study seeks to find out if the convenience of using the innovation

mediates their perception of usefulness and ease of use of new information

system. Based on the model in Figure 1.2, several directional hypotheses

were tested.

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Based on prior research on design of learning contents and users'

perception of ease of use and usefulness (Lee et al., 2009), design of

learning contents was expected to have a positive perception of the system's

ease of use and its usefulness. In other words, the development and design

of learning contents that fit students’ needs are expected allow for the

students to have a higher perception of its ease of use and its usefulness. In

this construct, the design of learning contents is regarded as the independent

variable and perceived ease of use and perceived usefulness are the

dependant variables. On this basis, the following hypotheses were proposed:

H01: Design of learning contents has no relationship with learner’s

perception of usefulness.


perception of ease of use.

Users’ perception of a new information system’s ease of use and its

usefulness is directly proportional to their perceived convenience of using

the innovation (E. & Chihui, 2009; Yoon & Kim, 2007). Cheolho and

Sanghoon (2007) revealed the wireless mobile technologies are expected to

provide convenience to people through their intelligence and

intercommunication capabilities in the background of people’s lives. Thus,

perceived convenience would be considered as a silent determinant of the

individual’s acceptance and use of IT (E. & Chihui, 2009). Furthermore,

previously Davis (1989) proposed an instrument to measure “perceived

usefulness” in order to “accomplish tasks more quickly.” Hence, Yoon and

Kim (2007) inferred in their studies that there is a positive relationship

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between perceived convenience and perceived usefulness. Users who feel

convenient using the innovation are expected to perceive the new

information system to be easier to use and more useful. Therefore, the

following hypotheses are formulated.

H03: Perceived convenience has no relationship with learner’s

perception of ease of use.


perception of usefulness.

This research expects to find a positive relationship between perceived

ease of use and perceived usefulness with user acceptance, therefore

revalidating Davis’s model (1989). User acceptance in this research is

operationalized similar to Davis's original research where intention to use

the IS was a measure of system acceptance. Also, consistent with Davis’s

work, perceived ease of use is expected to influence perceived usefulness.

H05: Learner’s perceived of ease of use has no relationship with their

perceived of usefulness.

H06: Perceived ease of use has no relationship with learner’s intention

to use SMS-learning.

H07: Perceived usefulness has no relationship with learner’s intention

to use SMS-learning.

Previous literatures showed that there was no significant impact

between perceived convenience and intention towards using new technology

(E. & Chihui, 2009; Yoon & Kim, 2007). However, this study believes that

19

perceived convenience will have a positive impact on the intention towards

using SMS-learning, since mobile phone provides convenience to the users

through its intelligence and intercommunication capabilities in the

background of people’s lives. Moreover, design of learning contents is also

believed to have a relationship with intention to use SMS-learning, hence it

is crucial to find out if the messages delivered are understandable and

appropriate, to influence the users to be more inclined to use the SMS-

learning. For these reasons, the following hypotheses were formulated.


intention to use SMS-learning.


intention to use SMS-learning.

In line with the statement of problem, the objectives of the study,

research questions, and the focus of the study, this study posited these

hypotheses which will be tested at significance level of .05.

1.5 Importance of the Study

The importance of this study is to introduce a new mechanism of

learning using the mobile phone. The focus of this study will be on the use

of Short Message Service (SMS). It is important to see whether SMS can be

used or implemented as a system to support convenient learning amongst

distance students in Universiti Sains Malaysia. It is essential to see how

students perceive the use of SMS as a learning mechanism. Therefore, this

study may be important to enable distance teachers and distance learners

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who are separated by distance to communicate with each other either

synchronously or asynchronously. In this case, it will fit the proposition by

Hisham and Rozhan (2003) that the learners can access education and

learning opportunities at a time, place, and pace to suit their individual

lifestyles, learning preferences and personal development plans.

Evans and Gibbons (2007) and Evans et al. (2004) suggested that

through such effects as interactivity and personalization, learner engagement

and receptivity can be enhanced. They claimed that this is due to the reason

that in conventional classrooms students only have access to textbooks or

lecture notes while the lecturer has access to the Internet. The major

problem with conventional classrooms is that some students might forget to

bring their textbooks or lecture notes, thus rendering unable to follow the

class without their learning materials (Singh & Zaitun, 2006). This study

supports the effects of interactivity and personalization, which will result in

great advantage on distance learners since they are well-known for facing

scarcity in terms of time and place because they have commitments in their

jobs.

Moreover, as much as mobile learning can be an essential tool for

learning support where it can be used actively by both lecturers and

students, it can also become an important tool for communicating

administrative matters because students can be reached conveniently with

messages for alerts, reminders, and official matters particularly matters

associated with distance learning. In addition, with appropriate research

being conducted and the mobile learning system being properly developed,

relationship of perceived convenience and design of

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